Students as Assessors: Peer assessment and the benefits to students and staff

Assessment is fundamental and at the core of the student experience, however, assessment and feedback scores often receive lower appraisals on surveys such as the National Students Survey (NSS) within and across UK-based Higher Education (HE) institutions, in comparison to other NSS categories of student satisfaction. A systematic narrative SoTL literature review was conducted to understand the factors that enhance student learning in HE and to inform
the peer assessment practice of teachers. The review demonstrates the benefits of peer assessment where students gain from acting as peer assessors and assessees. Engaging in the peer assessment process and peer feedback, develops understanding of assessment objectives and develops students’ reflective skills through a meta-cognitive process. Participating in peer assessment activities can also improve academic performance and benefits staff by helping students develop the skills required for lifelong learning, such as decreasing reliance on teachers for learning development, and promoting autonomous communities of learners. This article will conclude that peer assessment and peer feedback
contribute positively to students’ learning experience. A key set of
recommendations are identified for staff who are looking to support students engaging in peer assessment to maximise the benefits to learners.